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    Teaching history to large classes in a disadvantaged school. 

    Wassermann, Johan (The South African Society for History Teaching (SASHT), 2006)
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    The colony of Natal and the management of its Afrikaner subjects in the build-up to the Anglo-Boer War (1899 - 1902) 

    Wassermann, Johan (School for Basic Sciences, Vaal Triangle Campus, North-West University, 2011)
    • Opsomming: In die historiografie van die Anglo-Boereoorlog (1899–1902) het die voor-oorlogse bestuur van Britse onderdane wat historiese, kulturele en bloed bande met die republieke gehad het tot dusver min aandag ...
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    The historical conciousness of Afrikaner adolescents - a small scale survey. 

    Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2007)
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    History education through drama - a preliminary investigation. 

    Pillay, Ansurie; Wassermann, Johan (School of Basic Sciences, Vaal Triangle Campus, North-West University, 2006)
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    A history of the practice of ukuthwala in the Natal/ KwaZulu-Natal region up to 1994. 

    Nkosi, Makho; Wassermann, Johan (School for Basic Sciences, Vaal Triangle Campus, North-West University, 2014)
    The practice of ukuthwala has of late regularly been in the news. This has spawned debates between traditionalists and modernists on various aspects related to the practice. In this article we have tracked the reported ...
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    "It would be well now to wind up this rebel business sharp": the post-Anglo-Boer War management of the Natal rebels. 

    Wassermann, Johan (School for Basic Sciences, Vaal Triangle Campus, North-West University, 2012)
    Any post-war society is characterised by complex relationships. Natal society after the conclusion of the Anglo-Boer War (1899-1902) was no different. In this article the post-war relations between the Natal rebels and ...
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    Teaching history to large classes in a disadvantaged school. 

    Wassermann, Johan (School of Basic Sciences, Vaal Triangle Campus, North-West University, 2006)
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    Conceptualising historical literacy – a review of the literature. 

    Maposa, Marshall T; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2009)
    In a context of a continually widening range of disciplines and subjects available for learners to specialize in, it becomes increasingly critical for the value of particular subjects to be examined. Thus, while debates ...
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    Student History teachers' personal theories on teaching: autobiographies and their emerging professional identities. 

    Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2009)
    Philosophy of teaching statements are autobiographical reflective statements on teaching and learning. Such statements can therefore be regarded as a window into the professional identities of teachers, and are increasingly ...
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    Women in history textbooks - What message does this send to the youth? 

    Chiponda, Annie; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2011)
    History textbooks, like all textbooks, play an important role in the facilitation of learning. They act as vehicles by means of which past knowledge legitimated by government and related authorities, as contained in ...
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    Wassermann, Johan (19)
    Chiponda, Annie (2)Bentrovato, Denise (1)Bertram, Carol (1)Chiponda, Annie F (1)Fru, Nkwenti (1)Fru, Raymond Nkwenti (1)Halsall, Tarryn (1)Maposa, Marshall (1)Maposa, Marshall T (1)... View MoreSubjectHistory textbooks (5)Anglo-Boer War (3)History (3)Women (3)Feminism (2)History education (2)Natal Afrikaners (2)South Africa (2)South African War (2)Textbooks (2)... View MoreDate Issued2010 - 2018 (13)2006 - 2009 (6)Has File(s)Yes (19)

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